어 (14면 1면)

2011학년도 등교사신규임용후보자선정경쟁시험

어

1차 시험 2교시 ( 공) 40문항 80 시험시간 120분

◦문제지 전체 면 수가 맞는지 확인하시오.

◦문항의 배점이 1.5점과 2.5점인 문항에는 배점이 표시되어 있습니다.

나머지 문항은 2점입니다.

◦각 문항의 정답을 컴퓨터용 흑색 사인펜을 사용하여 OMR 답안지에

표시하시오.

1번부터 8번까지는 듣고 답하는 문제입니다. 방송을 잘 듣고

답을 하기 바랍니다. 내용은 한 번만 방송됩니다.

【1~6】Listen to the dialogues and answer the questions.

1. Which of the following does the woman mention as an advantage for having students draw in class?

① Drawing fosters students’ creativity.② Students can develop a feel for shape.③ Drawing can be used as a post-writing activity.④ Students can express their ideas more concretely.⑤ Drawing helps students grow to be artists like Picasso.

2. Which of the following is the man NOT going to do in Hawaii? [1.5 ]

① attend a workshop ② take a language test③ do some sightseeing ④ visit local schools⑤ teach a class

3. Which of the following is true about the woman?

① She thinks that her summer break was long enough.② She kept up with her class readings last semester.③ She already read for most of her courses for this semester.④ She is now taking a linguistics course for the first time.⑤ She agrees with the man’s opinion about Prof. Martin.

4. Which of the following CANNOT be inferred about the woman?

① She regards herself as a people person.② She is overly concerned with quality.③ She wishes she had more time for her family.④ She moves from task to task easily. ⑤ She will start working for the company.

5. Which of the following would be the woman’s best response to the man’s last turn?

① Excellent! Let’s find something appropriate on this list.② Really? I already asked the drama teacher to run the program.③ Well, your experience makes you an expert in drama.④ Terrific! Why don’t we start writing our scripts together then?⑤ Oh, in that case, I’m just going to have to find someone else.

6. Which of the following is true according to the dialogue?

① The man enjoys downloading free e-books.② The man needs a phone that has many functions.③ The woman is uncomfortable with new technology.④ The man has recently bought a new smart phone.⑤ The woman lists the advantages of smart phones.

【7~8】Listen to the talks and answer the questions.

7. Which of the following is NOT recommended for effective oral presentation?

① Do not dwell on too many details.② Prepare thoroughly and practice in public.③ Make your talk transparent by repeating key points.④ Adjust your talk to the level of your audience.⑤ End by reminding the audience of the gist of your talk.

8. Which of the following best describes the speaker’s message?[2.5 ]

① Technology has improved life but with consequences.② Technology and science can extend life expectancy. ③ The technology around us changes, but the elderly do not.④ Technological improvements have greatly benefited society.⑤ The development of communication devices bridges the

generation gap.

이제 듣기 문제가 끝났습니다. 9번부터는 문제지의 지시에 따라

답을 하기 바랍니다.

어 (14면 2면)

9. Read the following and answer the question. [1.5 ]

A person usually has two reasons for doing a thing: one that sounds good and a real one. The person himself will think of the real reason. You don’t need to emphasize that. But all of us, being idealists at heart, like to think of motives that sound good. When the late Lord Northcliffe found a newspaper using a picture of him which he didn’t want published, he wrote the editor a letter. But did he say, “Please do not publish that picture of me anymore; I don’t like it”? No, he appealed to a nobler motive. He appealed to the respect and love that all of us have for motherhood. He wrote, “Please do not publish that picture of me anymore. My mother doesn’t like it.” When John D. Rockefeller Jr. wished to stop newspaper photographers from snapping pictures of his children, he too appealed to the nobler motive. He didn’t say, “I don’t want their pictures published.” No, he appealed to the desire, deep in all of us, to refrain from harming children. He said, “You know how it is, boys. You’ve got children yourselves, some of you. And you know it’s not good for youngsters to get too much publicity.”

Which of the following would be the best title of the passage?

① An Appeal to a Nobler Motive② How to Become Well Known③ The Press’s Appeal for Realism④ The Effects of Publicity on Children⑤ Keeping Children Out of Harm’s Way

10. Read the following and answer the question.

It is apparent that all societies, even the most primitive, have ideologies and that these ideologies are an intimate and important part of their culture. Each society regards its central ideologies as sacred and tolerates no questions with respect to them. Indeed, it is a significant sociological fact that the pressure to believe them is frequently stronger than the pressure to conform to the norms of conduct to which they are related. Thus, in all religions sinners may sometimes be “saved,” but unbelievers never. The sinner may live a life spotted with infamy, but appropriate penance may absolve him from its consequences. The heretic, on the other hand, may lead a pure and virtuous life, perhaps almost saintly in character, but his conduct will not necessarily save him from damnation. It is pardonable to violate the norms if only one accepts the

ideology. It is unpardonable, on the other hand, to reject the ideology no matter how closely one conforms to the norms. In short, _______________. This sociological fact, evident in every time and society, is a paradox.

Which of the following would best fit in the blank?

① one should behave according to one’s needs② norms are more important than ideologies③ curiosity is the most condemnable crime④ violation of norms is unacceptable⑤ skepticism is more serious than sin

11. Choose the best order to complete the passage. The first part of the passage is given. [2.5 ]

Psychology and physiology deal with the explanation of play. They try to determine the nature and significance of play in life. The necessity of play as a function forms the starting point of all research on play.

[A] To each of the “explanations” one might object: “What actually is the fun of playing? Why are crowds roused to frenzy by football matches?” This intensity of, and absorption in, play finds no explanation in biological analysis. Yet, in this intensity and absorption lies the essential aesthetic quality of play.

[B] These explanations are, therefore, only partial solutions to the problem. Most only deal incidentally with the question of what play is and what it means for the player. They attack play with quantitative methods without paying attention to its aesthetic quality.

[C] The numerous attempts to define the biological function of play show striking variations. In one theory, play constitutes a training of the young for serious work later in life. According to another, it serves as an innate urge to exercise a certain faculty. Yet, others regard it as an outlet for harmful impulses.

[D] All these hypotheses assume that play must serve something that is not play, based on some kind of biological purpose. They all inquire into the why of play, without coming nearer to a real understanding of the play-concept.

① [B]－[D]－[A]－[C] ② [C]－[A]－[D]－[B]③ [C]－[D]－[B]－[A] ④ [D]－[B]－[A]－[C]⑤ [D]－[B]－[C]－[A]

어 (14면 3면)

12. Read the following and answer the question.

“Use it or lose it” is what doctors have been telling people who want to protect their brains from dementia in their golden years. The more active you keep your neural circuits throughout life, the less likely it is that your brain will succumb to dementia or Alzheimer’s disease. Or, at least, that is what doctors thought.

In a new study of 1,157 mentally healthy volunteers over age 65, researchers found that while those who remained intellectually stimulated by reading or playing card games were less likely to show symptoms of cognitive decline over a 12-year follow-up, they also showed significantly faster mental deterioration once they were diagnosed with dementia, compared with people who did not engage in mentally stimulating activity.

That is because such activity may allow the brain to compensate for any initial biological changes related to dementia and mask the progression of the disease, say the scientists. The findings imply that while brain exercises can hold off the symptoms of the neurological disorder for a while, they do not address its root cause.

Which of the following is consistent with the findings of the study above?

① Mental activity masks dementia’s initial progression.② Brain exercises and games address dementia’s root cause.③ Reading is the best cerebral activity for mental health.④ Intellectual activity prevents neurological disorders.⑤ Brain exercises reverse the progress of dementia.

13. Read the following and answer the question.

In the animal kingdom, it is common for males to have ornamentation, like bright feathers, to impress females of their species, but a newly identified species of dancing fly found in the forested regions of Mount Fuji in Japan adds something new to the game of sexual display. The ornamentation, a protrusion shaped like a boxing glove, appears on some males on both legs, some on neither, and many on just one leg.

The researchers describe their finding in the journal Biology Letters. “One struggles to explain why they are asymmetric―it could mean that it sticks one leg up in the air to attract females,” said Adrian Plant, one of the study’s authors. Of the 33 male flies collected, 14 had one ornamented leg, and the others two or none. The fact that so many were asymmetric led the researchers to believe that it was more than a freak of nature.

What does seem clear is that the boxing glove detracts the insect’s ability to fly efficiently, which suggests its function is to attract females. Further research is needed, but it is possible that the gloves also contain silk-secreting glands that allow the flies to capture prey and display their catch to potential female partners.

Which of the following correctly describes the ornamentation on the dancing flies found in Japan?

① It functions better when it appears asymmetrically on their body.② It appears on both males and females of the species.③ It is found only on one leg among 14% of the collected male flies.④ It seems to be an obstacle to efficient flight.⑤ It is proven to be mainly used to capture prey.

14. Read the following and answer the question.

Why do we view English as if it were a single, monolithic language? The answer to this question basically rests on whether speakers of two languages can understand each other. This criterion, mutual intelligibility, is usually employed to distinguish between two different languages. If there is no mutual intelligibility, they are speakers of two different languages. While discussing mutual intelligibility, we should also consider one-way intelligibility, involving speakers of different, but historically related, languages. For example, speakers of Brazilian Portuguese who do not know Spanish can often understand the forms of Spanish spoken in neighboring countries. The analogous Spanish speakers, however, find Portuguese (1) . Even if one group of speakers can understand another group, they cannot be said to speak the same language unless the second group also understands the first. Hence, the notion of mutual intelligibility is crucial in specifying when two languages are the “same” language.

Notice, however, that applying the notion of mutual intelligibility can be considerably complicated by social and political factors. In China, for example, a northern Chinese speaker of the Beijing dialect (also known as Mandarin) cannot understand the speech of a southern Chinese speaker of Cantonese, and vice versa. For this reason, a linguist might well label Mandarin and Cantonese as (2) language(s).

Which of the following would best fit in the blanks?

(1) (2)① totally incomprehensible the same② totally intelligible distinct③ largely comprehensible distinct④ largely incomprehensible the same⑤ largely unintelligible distinct

어 (14면 4면)

<A>

Categories of Evaluation Teacher A Teacher B

Language Content 3 2 1 3 2 1

(1) Are vocabulary exercises presented which exploit words that frequently occur next to each other?

√ √

(2) Are new grammar items introduced in context?

√ √

(3) Is appropriate attention given to pronunciation?

√ √

(4) Are there enough models of discourse in which language is used for effective communication?

√ √

(5) Is there any attempt to match language styles to social situations?

√ √

(6) Is more than one variety of English used to meet the demand for international English?

√ √

Below is part of the coursebook evaluation by two teachers. They are supposed to use the same coursebook next semester. So, they want to prepare extra teaching materials for only those categories that they both marked as “poor.”

3: Excellent, 2: Good, 1: Poor

15. Read <A> and <B> and follow the directions.

<B>Potential Extra Teaching Materials

a. sets of a formal speech and a conversation between friends that show appropriate language use

b. worksheets to facilitate word memorization using mnemonic devices

c. vocabulary activities that prompt the use of appropriate words in context through collocations

d. listening materials in which people interact in different varieties of English

e. authentic stories in which the target grammatical forms are used

Choose all and only the materials that the teachers in <A> will prepare for their classes from the list in <B>.

① a, b, c ② a, b, d ③ a, c, e④ b, c, d ⑤ b, c, e

16. Read two teachers’ perspectives on their English classes and answer the question.

Teacher A: My students tend to transfer the forms and meanings of their native language to English both productively and receptively. I believe that where the two languages differ, negative transfer will result. That is, the students make errors due to L1 interference. So, I decide on what to teach in my English class after identifying the similarities and differences of grammatical points between their native language and English. Also, I prepare teaching materials based on the scientific description of English, carefully compared with a parallel description of their native language.

Teacher B: I think rote learning of isolated units of grammar is not very helpful for communicative language use. So, I usually work with units of language above the sentence level when collecting the grammar structures to be taught in class. For instance, I provide student- centered learning materials in which my students can learn to comprehend and produce grammatical points in context. I am sure it will be helpful for them to develop their ability to use the forms appropriately for particular situations.

Which of the following is a correct statement about the teachers’ perspectives?

① According to Teacher A’s perspective, it is easier for a native English speaker to learn Korean than German as a foreign language.

② Teacher A thinks learners follow the same route of second language acquisition regardless of their first languages.

③ Teacher A thinks most of her students’ grammatical errors are intralingual errors.

④ Teacher B believes learners’ acquisition of grammar depends on formal instruction and controlled practice.

⑤ Teacher B believes contextualized language use facilitates grammar acquisition.

어 (14면 5면)

17. Read the following and answer the question.

Below is an excerpt of a reading lesson based on a three-part framework. The reading passage, about 300 words long, is about a boy’s adventure. The ending of the story is intentionally omitted by the teacher so that students can learn how to construct a cohesive and coherent text.

Lesson Procedure

Pre-reading Activity∙Have Ss watch a 2-minute English video clip related to

the reading passage and then answer questions about the clip.

∙Give Ss half a minute to find previously learned discourse markers (e.g., however, therefore, as a result, etc.) in the passage while reading quickly through it.

Reading Activity∙Have Ss first read the story by themselves, complete

the story in pairs by predicting the ending based on the storyline, and then write it down in about 50 words. While they carry out the task on their own, T circulates, offering feedback, suggestions, or language help Ss may need to accomplish the task.

Post-reading Activity∙Have each pair make a presentation about their version

of the ending of the story in English.∙Have Ss vote for the most interesting ending.

T: teacher, Ss: students

Which of the following is NOT a correct statement about the lesson procedure?

① It helps the students develop cooperative learning skills.② The teacher assumes the role of facilitator and resource.③ It activates the students’ background knowledge.④ The students are asked to determine the accuracy of their

predictions.⑤ The students are led to use the scanning strategy.

18. Read the following and answer the question.

Activity AChange the sentences as in the example, and check your

answers with your partner. Then explain to your partner the grammatical rule(s) you applied.

[1] I have been to New York several times.⇒ I went to New York last month.

[2] She has read the book before.⇒ a month ago.

[3] We have known about the problem for ages.⇒ yesterday.

Activity BIn pairs, read the following conversation extracts,

focusing on the parts in italics. What is the difference between what Person A and Person B say? When would you use one form or the other? Share your thoughts with your partner.

[1] A: I’ve won a prize in the English-speaking competition.B: Yeah? I won a prize in the poetry competition last

year.[2] A: I’ve seen Romeo and Juliet twice.

B: Me, too. I saw it last Tuesday and again on the weekend.

[3] A: A strange thing happened to me yesterday. I couldn’t remember my cell phone number.

B: Really? That has happened to me several times, too.

Which of the following is a correct statement about the activities?

① Both activities combine formal instruction on the target forms and their communicative use.

② Activity <A> is centered on promoting immediate gains in implicit knowledge of the grammar features.

③ Activity <A> requires discourse-level analyses of the target structures for their use in context.

④ Activity <B> encourages students to approach the target grammar points deductively.

⑤ Activity <B> helps raise students’ awareness of the target forms through meaning-focused input.

어 (14면 6면)

19. Read <A> and <B> and follow the directions.

<A>Mr. Hwang’s Teaching Log

I wanted to increase the amount of English in the classroom. To do this, I first investigated how much I used Korean during my teaching. I listened to three tapes recorded at different times over a two-week period just to determine the proportion of English to Korean I was using. It was about 50% English, 50% Korean. I then listened to the tapes again to find out the purposes for which I was using Korean. I found I was using Korean for two main purposes: classroom management and giving feedback. I drew up a plan to reduce the amount of Korean I was using for these two purposes. I first made a list of English expressions commonly used for classroom management and feedback, and familiarized myself with them. I wrote out the expressions on cards, and put them in a conspicuous place on my table. This served to help me remember the expressions I wanted to use. I then continued recording my lessons and after a few weeks checked my tapes. My use of English had increased considerably.

<B>a. He tried to balance teacher talk and student talk in class.b. He carried out critical self-examination for professional

development.c. He performed teacher-initiated classroom investigation

based on the principles of reflective teaching.d. He attempted to address the affective dimension of the

teaching situation.

Choose all and only the correct statements about the teacher in <A> from the list in <B>.

① a, b ② b, c ③ b, c, d④ b, d ⑤ c, d

20. Read <A> and <B> and follow the directions. [2.5 ]

<A>(Before the teacher starts his lesson in a middle school English class, he asks students questions to warm up, starting with Mina.)

T: What did you do last weekend, Mina?S: I visit my uncle in the hospital.T: You visited your uncle in the hospital?S: Yes, I visit him.T: I see. Did you do anything else?S: Yeah. Um, I see a movie.T: You saw a movie? S: Yes. T: Great. What movie did you see?S: I see the movie Avatar.

T: teacher, S: student

<B>a. From the perspective of the output hypothesis, the

student’s output reflects her acquisition of past-tense rules through pushed output.

b. From the behaviorist point of view, the student needs more repetition and drill of past-tense forms.

c. From the viewpoint of the focus-on-form approach, more focused intervention is needed to draw the student’s attention to proper use of function words.

d. According to the input hypothesis, the student needs more comprehensible input containing past-tense forms while her affective filter is kept low.

Choose all and only the correct statements about the student in <A> from the list in <B>.

① a, b ② a, c ③ b, c④ b, d ⑤ c, d

21. Read the following and answer the question.

Item NumberItem Facility*

High Ability Group(N=20)

Low Ability Group(N=20)

16 0.4 0.517 0.6 0.318 0.2 0.719 0.8 0.220 0.7 0.5

A high school teacher constructed a 20-item multiple- choice English test. She wanted to find out about the test qualities. She examined the reliability of the test and obtained Cronbach’s alpha of 0.45. She also performed item analysis, and part of the results is presented below.

*Item Facility: Proportion Passing

Which of the following is a correct statement about the item analysis results?

① Item 16 was more difficult for the low ability group.② More than half of the total examinees got Item 17 correct.③ Item 18 deteriorates the internal consistency of the test.④ Item 20 shows the highest discrimination among the five

items.⑤ The data above shows the relative standing of each test-taker

in terms of performance.

어 (14면 7면)

22. Read <A> and <B> and follow the directions. [2.5 ]

<A>In Subin’s class, the teacher plays a dialogue in four

segments. After each segment, she stops the recording and asks students to complete a meaning-construction map as in the example below. They work individually and write, on their map, what they think the topic is and what clues lead them to think so.

Listening ScriptA: What do you think?B: Not bad. I like the menu. It’s quite attractive.A: You should get quite a few visitors once it’s up and

running. B: I hope so. I’ve spent a lot of time on the graphics.A: I’ve also set up the payment system, as you requested.B: Good. Make sure it works on different browsers.A: I’ll work on the server today, and we should be able

to get everything online in a day or two.B: Excellent. I’m looking forward to getting a lot of hits.

Subin’s Map

<B>a. The activity is usually used in a product-oriented

approach to teaching listening.b. Some clues activate competing content schemata.c. The activity requires exclusive use of memory and

social strategies.d. Subin goes through changes in her understanding.

Based on <A>, choose all and only the correct statements from the list in <B>.

① a, b ② a, c ③ b, c④ b, d ⑤ c, d

23. Read the following and answer the question.

Fighting Jet Lag

Pre-task∙The teacher shows visual materials related to jet lag and

elicits experiences from students.

Task Cycle 1∙The teacher asks students to brainstorm, in pairs, ways to

overcome jet lag.∙Pairs select three items from what they have brainstormed.∙Pairs rehearse how to explain their choices and then

present their list to the class with justifications.

Task Cycle 2∙The teacher distributes copies of a magazine article about

overcoming jet lag and has students write down the three ways mentioned in the text.

∙Pairs compare their list to that of the article.∙Students decide which pair has the most similar ways.

Post-task∙Students circle adverbial phrases expressing time and

place in the magazine article.∙Students complete a grammar worksheet.

Which of the following is NOT a correct statement about the activity?

① It winds down with work on specific language features.② It restricts language use to predetermined language items.③ It helps learners engage in completing tasks collaboratively.④ It includes opportunities for planned production.⑤ It integrates language skills across the two task cycles.

어 (14면 8면)

24. Read the following and answer the question.

Below are excerpts from two English teachers’ syllabuses intended for first-year middle school students.

Teacher A1st lesson There is...

There are...(box, blackboard, pen, watch)

2nd lesson There is not...There are not...

(basket, button, doll, cap)3rd lesson Is there...? / Isn’t there...?

Are there...? / Aren’t there...?(dragon, rooster, monster)

Teacher B1st lesson Greeting

A: How’s it going?B: Pretty good.

2nd lesson Asking about and giving personal informationA: What’s your email address?B: It’s jane204@koreamail.com.

3rd lesson Asking for and giving directionsA: Excuse me, where’s the elevator?B: It’s behind the reception desk.

Which of the following is a correct statement about the above syllabuses?

① Both syllabuses specify what types of grammatical structures to teach.

② Both syllabuses are sequenced according to frequencies of notions and functions in authentic English.

③ Teacher A’s syllabus is based on the belief that grammar points should be taught in a fixed order.

④ Teacher B’s syllabus is a combination of lexical and situational syllabuses.

⑤ Teacher B’s syllabus is designed to teach grammar and vocabulary explicitly.

25. Read the following and answer the question. [1.5 ]

Activity Procedure

1) Work in groups of three and choose one topic from the list below:

computer, country, family, food, hobbyholiday, library, movie, school, sport

2) Brainstorm with your group members, and make a word web like the example shown below for the topic of your choice. For the boxes, come up with words (i.e., subtopics) that are related to the topic.

3) Choose two subtopics and write, in the ovals, words that are related to them.

4) Make sure to leave the pentagon and two boxes blank so that the topic and subtopics may be guessed by other groups.

5) Show your web to other groups, and ask them to guess the topic and subtopics that should be in the pentagon and boxes, respectively, of your web.

Example

Which of the following is the LEAST appropriate description of the activity above?

① It provokes students to retrieve the words they already know.

② It helps students learn vocabulary from each other through interaction.

③ It allows students to work with words from different parts of speech.

④ It focuses on patterns of lexical repetition and chunking in connected discourse.

⑤ It helps students to visualize associative networks of thematically related words.

어 (14면 9면)

26. Read <A> and <B> and follow the directions.

<A>Century after century, English speakers have added

thousands of new words, borrowing many of them from other languages and constructing others from elements already available. The following are some common word-formation processes:

(1) Coinage (2) Clipping(3) Compounding (4) Back formation

<B>a. Can I get a raincheck for this? b. Who will typewrite this article for me?c. This is great. Can I have a xerox?d. I usually have brunch on Sundays.e. Could you empty the box for me? f. Will Ms. Brown be our sub again today?

Match each word-formation process in <A> with an underlined example in one of the sentences in <B>.

(1) (2) (3) (4)① c b d f② c b e f③ c f a b④ d b e f⑤ d f a b

27. Read <A> and <B> and follow the directions.

<A>Happy Thanksgiving!

Teaching Procedure

1) In a computer lab, the teacher places students in groups of three and asks them to search the Internet for information about how Americans celebrate Thanksgiving. The teacher recommends two or three pre-researched sites.

2) Students read the information on the sites, find three ways Thanksgiving differs from Chuseok, and then write a paragraph describing them in English.

3) Students then find two or three images on the Internet that support the differences they will show.

4) Students post their paragraphs and images on the class webpage bulletin board.

5) Once students have posted, they must then comment on other groups’ posts.

6) As the students post, the teacher monitors the posts and gives feedback on each.

<B>a. The procedure allows students to make choices about

what they wish to write about the given topic.b. The procedure integrates language skills and involves

computer-mediated communication.c. The procedure provides students with plenty of drill,

practice, and tutorial explanation.d. The procedure promotes inquiry-based learning to foster

understanding of the target culture.

Choose all and only the correct statements about <A> from the list in <B>.

① a, b ② a, b, c ③ a, b, d④ b, c, d ⑤ c, d

28. Read <A> and <B> and follow the directions.

<A>(In a class, a teacher and students are talking about what makes them unhappy.)

S1: When it rain I am unhappy. T: Why does rain make you unhappy?S1: When I walk to school, I wet. T: Oh, I see. Do you live close to school?S1: Yeah. 10 minute.(S2 raises a hand.)S2: When mosquitoes ... eat me.T: Oh, mosquitoes bite me. Bite me!S2: Oh, OK. When mosquitoes bite me. They bite me

everyday’s evening. (S3 interrupts the conversation.)S3: Yeah, me, too. Everyday’s evening, mosquitoes bite

me, too.T: That’s terrible. I think mosquitoes make many people

unhappy. T: teacher, S: student

<B>a. Display questions are used by the teacher.b. An uptake occurs after the teacher’s corrective feedback.c. Students are exposed to the interlanguage of other students.d. A clarification request is used by the teacher for meaning

negotiation.

Choose all and only the correct statements about the classroom interaction in <A> from the list in <B>.

① a, b ② a, c ③ b, c④ b, d ⑤ c, d

어 (14면 10면)

29. Read <A> and <B> and follow the directions. [1.5 ]

<A>

Student A’s Worksheet

Directions: Read sentences 1-4 to your partner, and then circle the words you hear in sentences 5-8 as they are read by your partner.

1. He gave me a hug.2. Hand me the pin.3. This room is full of cats.4. The men will come soon. 5. I’d like to see the chimp/champ.6. That’s my luck/lock.7. They spun/spin around.8. I fell over a rock/rack.

Student B’s Worksheet

Directions: Circle the words in sentences 1-4 as they are read by your partner, and then read sentences 5-8 to your partner.

1. He gave me a hug/hog.2. Hand me the pen/pin.3. This room is full of cots /cats.4. The man/men will come soon.5. I’d like to see the champ.6. That’s my lock.7. They spun around.8. I fell over a rock.

<B>a. The activity focuses on phonemic differences of

vowel sounds.b. The activity requires students to distinguish supra-

segmental features.c. The activity places greater importance on accuracy

than on fluency.d. The activity forces students to practice different

registers.

Choose all and only the correct statements about the activity in <A> from the list in <B>.

① a, b ② a, c ③ a, c, d④ b, c ⑤ b, d

30. Read <A> and <B> and follow the directions.

<A>Structural ambiguity results when more than one

phrase-structure tree can be assigned to a sentence. In other words, if the sentence is associated with more than one surface structure representation, it is structurally ambiguous (e.g., The father of the boy and the girl will travel to India.). Here the sentence can be associated with two different surface structure representations. In one representation, only one person, the father, will travel. In the other representation, two people will travel: the girl and the father of the boy.

<B>a. Mrs. Coleman gave her dog biscuits this morning.b. My brother told the teacher that he ran into something.c. Who do you think Jim believes Judy wants to meet the

mayor?d. The boys have been waiting for more than an hour by

the bank.e. Under no circumstances are passengers permitted to

open the doors.f. The pilot said that flying airplanes is really dangerous.

Based on <A>, choose all and only the sentences in <B> that are structurally ambiguous.

① a, b ② a, b, f ③ a, c④ c, d, e ⑤ c, d, f

31. Read the description below and follow the directions. [1.5 ]

Each of the sentences below contains a past participle preceded by a form of be, but some of them are not really passive sentences in that they don’t have their active counterparts. In other words, they are not “derived from” active sentences.

a. I am done with the chemistry assignment.b. Dr. Jackson was given a birthday present yesterday.c. That situation was taken advantage of by a shrewd guy.d. The problem is going to be dealt with after all.e. The safe in the president’s room is gone.f. Some issues were talked about at the last meeting.

Choose all and only the sentences that do NOT have their active counterparts.

① a, e ② a, e, f ③ b, c, d④ b, f ⑤ c, d, e

어 (14면 11면)

32. Read the following and answer the question.

Typical examples of antonymy include complementary pairs and gradable pairs. The difference between them is whether there is a scale containing the “opposites” at either end, with a midpoint between them. There are other types of antonymy as well: relational opposites and reversives. Consider husband /wife. The relation between husband and wife is symmetrical in the respect that if X is Y’s husband, then Y is X’s wife. Pairs of words displaying such a symmetrical relationship are relational opposites, and (1) is another good example. Reversives, meanwhile, include pairs of verbs such as fold /unfold. As unfold depicts the reverse process of fold, and vice versa, one member of a reversive pair describes the reverse process of the other member. Another example of reversives is (2) .

Which of the following best fits in the blanks?

(1) (2)① income/outcome tie/untie② teacher/student cover/undercover③ nominator/nominee place/misplace④ parent/offspring like/dislike⑤ trainer/trainee enter/exit

33. Read the description below and follow the directions.

Phonological rules apply to phonemic strings and alter them in various ways to derive their phonetic pronunciations. The underlined parts in the following examples from native speakers of English show the application of the rules either diachronically or synchronically:

a. They may add nondistinctive features, which are predictable from the context.

Key players on the ski team were sick.

b. They may change feature values to make two phonemes in a string more dissimilar.

Are there any similar aspects among the spiritual groups?

c. They may insert segments that are not present in the phonemic string. The school has many kids from my neighborhood.

d. They may delete phonemic segments in a certain context. What’s the difference between sign and signature?

Choose all and only the phonological rules that are shown with correct examples underlined.

① a, b ② a, b, d ③ a, c, d④ b, c ⑤ c, d

34. Read <A> and <B> and answer the question. [2.5 ]

<A>Consider the following sentences:

(1) Jimmy was looking at it.(2) Jimmy was looking into it.

(= Jimmy was investigating it.)

Superficially, both at in (1) and into in (2) appear to be prepositions following an intransitive verb. However, they are clearly distinguishable in terms of certain syntactic patterns. In a wh-question, for instance, we can front at in (1), but not into in (2), as seen below.

(1a) What was Jimmy looking at? (1b) At what was Jimmy looking?(2a) What was Jimmy looking into? (2b) *Into what was Jimmy looking?

This contrast suggests that into in (2) makes up a syntactic unit with the verb look rather than with the object it. Notice that (2) is also different from (3) below in terms of the possibility of separating verb phrases: Up in (3) must be separated from the verb, whereas into in (2) must not.

(2) Jimmy was looking into it.(2') *Jimmy was looking it into.(3) *Jimmy was looking up it.(3') Jimmy was looking it up.

<B>a. The captain doesn’t seem to agree with the sergeant

major.b. We couldn’t but put off the softball game due to the

terrible weather. c. Susan came across an old picture of her mother in the

desk drawer. d. The customs officer checked out everything I brought

from China.e. I think I will go over this article and write a summary.

Based on <A>, which of the underlined phrases in <B> show the same pattern as look into in (2)?

① a, b, d ② a, c ③ a, c, e④ b, d, e ⑤ c, e

어 (14면 12면)

35. Read <A> and <B> and follow the directions.

<A>We all make speech errors, and they tell us interesting

things about language and its use. More than simply amusing, speech errors are linguistically interesting because they provide further evidence for phonological rules and for the decomposition of speech sounds into features. Consider the following speech errors:

Intended Utterance Actual Utterance

1. cup of coffee cuff of coffee2. gave the boy gave the goy 3. the zipper is narrow the nipper is zarrow4. gone to seed god to seen

<B>a. The first error is known as an anticipation error, where

a segment that occurs later in a series is repeated in an earlier position. The bilabial stop of the first word cup was replaced by a labio-dental fricative of the third word coffee.

b. The second error is known as a preservation error, where a segment that occurs earlier in a series is repeated in a later position. The bilabial stop of the third word boy was switched with a velar fricative of the first word gave.

c. The third error is known as a metathesis error, where two segments switch places. The alveolar fricative of the second word zipper and the alveolar nasal of the fourth word narrow switched places.

d. In the fourth example, also a metathesis error, the coda consonants of the first and third words were reversed. Hence, the first vowel in the actual utterance lost nasalization because it no longer occurs before a nasal consonant. Instead, the third vowel in the actual utterance is nasalized because it is followed by a nasal consonant.

Choose all and only the statements in <B> that correctly explain the data in <A> in terms of phonological rules and features.

① a, b ② a, c ③ a, c, d④ b, c, d ⑤ b, d

36. Read <A> and <B> and answer the question.

<A>Edson and Maria Nasciemento recently arrived in New

Orleans from Brazil in order for Edson to pursue graduate studies. At a welcome party given by the graduate school, the Nasciementos met Trish and Tom Johnson, an American couple. The Johnsons invited the Nasciementos to join them for lunch the following Sunday. On Sunday afternoon, the Nasciementos had a great time in the Johnsons’ off-campus apartment. As the Nasciementos were leaving, Tom said, “We really enjoyed ourselves today. Drop in anytime.” Classes began and a month went by, during which the two couples did not seem to have the time to get together. After another month, while out on a drive one Friday evening, the Nasciementos realized they were in the Johnsons’ neighborhood. They stopped by the Johnsons’ house and rang the bell, and a surprised Tom opened the door. He asked Edson and Maria to come in, but kept them standing in the hall while he straightened up the room. After about 5 minutes, Tom asked the Nasciementos to be seated, but offered them no refreshments, saying he had nothing in the apartment. Trish did not appear at all, and Tom offered no explanation for her absence. The conversation remained rather strained and awkward. The Nasciementos left after 10 minutes, feeling very hurt by Tom’s rudeness, and reassessed the friendship in negative terms.

<B>Culture Note

Americans sometimes use rather vague statements as a signal to end a current discussion while at the same time encouraging the chance to meet again. Many do not really mean for such statements to be taken at face value―in this case, as an open invitation to stop over at any time. American social life tends to be rather structured around work /school responsibilities, and therefore events are normally planned well in advance. The colloquialism “Drop in anytime” is not meant to be taken literally.

Considering <A> and <B>, which of the following is NOT a correct statement?

① The Nasciementos reconsidered their friendship with the Johnsons.

② Tom wanted the Nasciementos to take his open invitation literally.

③ The Nasciementos probably misunderstood the Johnsons’ open invitation.

④ After all, Tom’s house was a mess and he felt a need to clean up.

⑤ It was probably the unexpectedness of the visit that disturbed Tom.

어 (14면 13면)

37. Read the excerpt from a novel and answer the question. [1.5 ]

“Mother,” said the boy Paul one day, “why don’t we keep a car of our own? Why do we always use Uncle’s, or a taxi?” “Because we’re the poor members of the family,” said the mother. “But why are we, Mother?” “Well―I suppose,” she said slowly and bitterly, “it’s because your father has no luck.” The boy was silent for some time. “Is luck money, Mother?” he asked, rather anxiously. “No, Paul. Not quite. It’s what causes you to have money. If you’re lucky, you have money. That’s why it’s better to be born lucky than rich. If you’re rich, you may lose your money. But if you’re lucky, you will always get more money.” “Oh! Will you? And is Father not lucky?” “Very unlucky, I think,” she said bitterly. The boy watched her with uncertain eyes. “Why?” he asked. “I don’t know. Nobody ever knows why one person is lucky and another unlucky.” “Don’t they? Nobody at all? Does nobody know?” “Perhaps God. But He never tells.” “He ought to, then. But aren’t you lucky either, Mother?” “I can’t be, if I married an unlucky husband.” “But by yourself, aren’t you?” “I used to think I was, before I married. Now I think I am very unlucky.”

Which of the following would LEAST likely be implied by the excerpt?

① Mother thinks that her life is influenced by her husband.② Mother feels that her husband has no luck.③ The family does not live in affluence. ④ Mother thinks she was better off before marriage. ⑤ Paul is not interested in how money and luck are related.

38. Read the excerpt from a play and answer the question.

Willy [with hatred, threateningly] The door of your life is wide open!

Biff Pop! I’m a dime a dozen, and so are you!Willy [turning on him now in an uncontrolled outburst] I

am not a dime a dozen! I am Willy Loman, and you are Biff Loman! [Biff starts for Willy, but is blocked by Happy. In his fury, Biff seems on the verge of attacking his father.]

Biff I am not a leader of men, as you believe, Willy, and neither are you. You were never anything but a hard working drummer who landed in the ash can like all the rest of them! I’m one dollar an hour, Willy! I tried seven states and couldn’t raise it. A buck an hour! Do you gather my meaning? I’m not bringing home any prizes any more, and you’re going to stop waiting for me to bring them home!

Willy [directly to Biff] You vengeful, spiteful mut! [Biff breaks from Happy. Willy, in fright, starts up the stairs. Biff grabs him.]

Biff [at the peak of his fury] Pop, I’m nothing! I’m nothing, Pop. Can’t you understand that? There’s no spite in it any more. I’m just what I am, that’s all. [Biff’s fury has spent itself, and he breaks down, sobbing, holding on to Willy, who dumbly fumbles for Biff’s face.]

Willy [astonished] What’re you doing? What’re you doing? [to Linda] Why is he crying?

Biff [crying, broken] Will you let me go, for Christ’s sake? Will you take that phony dream and burn it before something happens? [Struggling to contain himself, he pulls away and moves to the stairs.] I’ll go in the morning. Put him―put him to bed. [Exhausted, Biff moves up the stairs to his room.]

Willy [after a long pause, astonished, elevated] Isn’t that―isn’t that remarkable? Biff―he likes me!

Which of the following is NOT a proper understanding of the excerpt?

① The climax in the excerpt occurs when Willy collapses emotionally.

② The tension in the excerpt develops based on the opposing views between a father and a son.

③ Willy is attempting to impose his hopes and dreams on Biff.④ Biff’s lines demonstrate a level of self-awareness.⑤ The stage direction adds to the emotions in the lines.

어 (14면 14면)

39. Read the poem and its commentary and answer the question.

I used to think that grown-up people choseTo have stiff backs and wrinkles round their nose,And veins like small fat snakes on either hand,On purpose to be grand.Till through the banisters I watched one dayMy great-aunt Etty’s friend who was going away,And how her onyx beads had become unstrung.I saw her grope to find them as they rolled;And then I knew that she was helplessly old,As I was helplessly young.

Commentary

The poem tells us how a young person relates to the aging process. The speaker of the poem initially thought that elderly people (1) to have certain aging qualities until she observed her great-aunt’s friend groping for her beads. This observation led the speaker to change her perspective: Both young and old people are (2) when it comes to the aging process.

Which of the following would best fit in the blanks?

(1) (2)① decided strong-willed② decided noble③ preferred defensive④ preferred powerless⑤ hesitated helpless

40. Read <A> and <B> and answer the question. [2.5 ]

<A>He could get Carrie. Oh, yes, he could! He went back

to the safe in the office and put his hand on the knob. Then he pulled the door open and took the drawer with the money quite out.

Lord! What was that? For the first time he was tense, as if a stern hand had been laid upon his shoulder. He looked fearfully around. Not a soul was present. Not a sound. Someone was shuffling by on the sidewalk. He took the box and the money and put it back in the safe. Then he partly closed the door again.

Those who have never heard that solemn voice of the ghostly clock which ticks with awful distinctness, “thou shalt,” “thou shalt not,” “thou shalt,” “thou shalt not,” are in no position to judge. We must remember that it may not be a knowledge of right, for no knowledge of right is predicated of the animal’s instinctive recoil at evil. Men are still led by instinct before they are regulated by knowledge.

When Hurstwood put the money back, his nature again resumed its case and daring. No one had observed him. He was quite alone. No one could tell what he wished to do. He could work this thing out for himself.

He took out the drawer again and lifted the bills. They were so smooth, so compact, so portable. How little they made, after all. He decided he would take them. Yes, he would. After he had all the money in the hand bag, a revulsion of feeling seized him again. He would not do it―No! Oh, the terror of being a fugitive from justice! He took out the two boxes and put all the money back. In his excitement he forgot what he was doing, and put the sums in the wrong boxes. As he pushed the door to, he thought he remembered doing it wrong and opened the door again. There were the two boxes mixed. He took them out and straightened the matter, but now the terror had gone. Why be afraid?

While the money was in his hand, the lock clicked. It had sprung! Did he do it? He grabbed at the knob and pulled vigorously. It had closed. Heavens! He was in for it now, sure enough.

<B>Story Map

SETTING In an office⇩

CHARACTERS Carrie; Hurstwood⇩

CONFLICT Hurstwood (1) .⇩

EVENTS1. Hurstwood stands before a large

amount of cash in an unlocked safe.2. The safe locks accidentally.

⇩

RESOLUTION Hurstwood (2) .

Which of the following would best fit in the blanks?

(1) (2)① finds difficulty in acting

decisivelyfinds his morality rewarded

② wavers between crime and conscience

falls a victim to chance

③ suffers from a sense of right

finds peace and tranquility

④ finds his evil tendency sees his free-will flourish

⑤ desires to run away with Carrie

discovers the meaning of love

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